Plenary presentation, Spain TESOL, Madrid, March 2002
Introduction
In this chapter, I will look at performance-based approaches to instructional design, and at how these have influenced language teaching over the last twenty years. These approaches, which were developed within a behavioural (but not behaviorist) paradigm, include the objectives movement, competency based education and the standards movement.
Performance-based instruction underpins many of the most significant developments in education. In Europe, North America and Australia it underpinned competency-based immigrant and workplace education. In Europe, it is the basis for the 'Common European Framework of Reference for Languages: Learning, teaching, assessment.' In North America, it has had a tremendous impact in all areas of both school and adult education as the ideological inderpinning of the standards movement.
A number of professional associations in different parts of the world have drawn heavily on the performance paradigm for their work. Of particular note is the Council of Europe, and the work that is has done in developing frameworks and defining performance levels for different languages within the European Union. The paradigm also underpins the work being commissioned by the TESOL Association within which standards are currently being developed for the following: Pre-K-12 content and assessment standards; standards for Intensive English Programs; adult education program standards; community college employment standards; standards for workplace language training; P-12 teacher education standards; and teacher standards for adult education. In addition, TESOL has recently established a new standing committee on standards.
In the chapter, after looking
at the genesis and evolution of performance-based instruction, I will illustrate
the principles with reference to some of the developments mentioned above. I
will then look to the future, suggesting that the approach be extended beyond
content and assessment to other areas of the curriculum, including the development
of programme specifications, setting criteria for professional employment and
describing and evaluating effective teacher behaviour. In the final section
of the chapter, I will look at some of the ideological and political issues
associated with the paradigm.
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